Unit 1: Theories of Development

physical development scope

examining the ways in which the body’s makeup helps determine behavior

cognitive development scope

examine how growth and change in intellectual capabilities influence a person’s behavior

personality development scope

examine the stability and change in characteristics that differentiate from one person to another

social development scope

examine the way in which individuals interactions and relationships with others grow, change, and remain stable over time

cohort effects

history, age, sociocultural, non-normative

individualism

emphasizes personal goal pursuit and autonomy

collectivism

view the self as overlapping with and interconnecting to others

nature v.s. nurture

traits, abilities, and capabilities that are inherited via parents v.s. environmental influences that shape behavior

lifespan approach v.s. particular period approach

development across lifespan involves both gains/losses in capabilities v.s. specific time during development when a certain event has greatest consequence

continuous v.s. discontinuous change

changes are gradual v.s. development takes place in steps (changes are sudden)

critical periods v.s. sensitive periods

special windows in early development where experience has huge effect on brain v.s. experience is required for fixed developmental periods for normal function to occur

psychodynamic perspective

behavior is motivated by inner forces, memories , and conflicts of which a person has little control/awareness

behavior perspective

key to understanding development is observable behavior and environmental stimuli

cognitive perspective

focus on processes that allow people to know, understand, and think about the world

humanistic perspective

people have natural capacity to make decisions about their lives and control behavior

contextual perspective

considers relationship between individuals and their physical, cognitive, personality and social worlds

evolutionary perspective

seeks to identify behavior that is the result of our genetic inheritance from ancestors

Frued’s physchoanlytical theory

focus on inner person

unconscious forces act to determine personality and behavior

behavior motivated by inner forces, memories, and conflicts

Erikson’s psychosocial theory

development occurs through interactions with and understanding of others

involves eight distinct, fixed, universal stage (crisis/conflict)

Classical conditioning

behavior is a result of continuous exposure to specific environmental factors

developmental change is quantitive

Operant conditioning

voluntary response is strengthened or weakened by associated with positive or negative consequences

Social-cognitive theory

behavior is learned through observation (imitation)

Piaget

human thinking is arranged in organized mental patterns that represent behaviors and actions

understanding of world improves through assimilation/accommodation

Information-processing approach

information is processed in serial manner as it moves from stage to stage

information is stored in multiple locations throughout brain via networks

Cognitive neuroscience approach

focuses on neurological activity that underlies thinking, problem solving and other cognitive behavior

Vygotsky’s sociocultural perspective

cognitive development proceeds as a reuslt of social interactions

development is reciprocal transition between people in child’s environment and child

Darwin’s evolutionary perspective

behavior is a result of genetic inheritance from ancestors

Bioecological approach

development is tied to person’s social and cultural context

four levels of environment simultaneously influence individuals

correlation research

do not prove causality

experimental research

designed to discover causality

longitundinal studies

measuring individual change

cross-sectional studies

measuring people of different ages at same point in time